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Research of the Month, February, 2024. The percentage of unnecessary mastectomy due to false size prediction using preoperative ultrasonography and MRI in breast cancer patients who underwent neoadjuvant chemotherapy: a prospective cohort study

The percentage of unnecessary mastectomy due to false size prediction using preoperative ultrasonography and MRI in breast cancer patients who underwent neoadjuvant chemotherapy: a prospective cohort study (유튜브 채널 해당 영상으로 이동)

Research of the Month, January, 2024. Safety and efficacy of a novel anti-CD19 chimeric antigen receptor T cell product targeting a membrane-proximal domain of CD19 with fast on- and off-rates against non-Hodgkin lymphoma: a first-in-human study

Safety and efficacy of a novel anti-CD19 chimeric antigen receptor T cell product targeting a membrane-proximal domain of CD19 with fast on- and off-rates against non-Hodgkin lymphoma: a first-in-human study (유튜브 채널 해당 영상으로 이동)

Research of the Month, December, 2023. Substitution with Low-Osmolar Iodinated Contrast Agent to Minimize Recurrent Immediate Hypersensitivity Reaction

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Research of the Month, November, 2023. Associations between post-traumatic stress disorders and psychotic symptom severity in adult survivors of developmental trauma: a multisite cross-sectional study in the UK and South Korea

Associations between post-traumatic stress disorders and psychotic symptom severity in adult survivors of developmental trauma: a multisite cross-sectional study in the UK and South Korea. (유튜브 채널 해당 영상으로 이동)

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Medical Graduates Per 100,000 Population (2019): 7.4 Nursing Graduates Per 100,000 Population (2019): 100.2

Source: OECD (2021), Health at a Glance 2021: OECD Indicators , OECD Publishing, Paris, https://doi.org/10.1787/ae3016b9-en.

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Source: Seoul National University. Academic Resources: Registration . Last accessed Sept. 14, 2022.

“There are 40 medical colleges or schools in the Republic of Korea. Medical students have to fulfill four years of medical education on top of either a two-year premedical course or a four-year bachelor’s degree. The quality of medical education is assured by the Korean Institute of Medical Education and Evaluation (KIMEE). After obtaining a license to practice as a doctor, almost all new doctors start further training to be a medical specialist. To apply for the qualification test for medical specialists, a one-year internship and four-year residency in a specialty (three years for family doctors) are required. “The hospitals or institutes for further medical training are designated by the Minister of Health and Welfare. Following recent advancements in medical knowledge, many associations of specialist doctors offer certifications of subspecialties to qualified specialists. The certification of subspecialty is valid for five years and subject to revalidation to ensure medical competency.”

Source: World Health Organization. Regional Office for the Western Pacific. (‎2015)‎. Republic of Korea health system review . Manila: WHO Regional Office for the Western Pacific.

“To become a nurse, nursing students have to fulfill either three or four yours of nursing education. Recently, some nursing departments that once provided three-year nursing education have upgraded themselves to provide four-year nursing education. The quality of nursing education is assessed by the Korean Accreditation Board of Nursing Education (KABONE). “KABONE also designates and evaluates educational institutes for nursing specialists and manages their qualification test. Nurses who have practice experience of at least three years and who have completed a designated education programme for nursing specialists are eligible for the test. The nursing specialist system was first introduced in 2002 with specialties in anaesthetic, public health, home health-care and mental health nursing. Seven specialties including infection control, hospice, and oncology nursing were added to the first batch of nursing specializations in 2006. As of 2012, about 12,800 nurses were qualified as nursing specialists in 13 specialties.”

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Study Medicine in South Korea

Many advantages go with an MD suit, from the ability to make a difference and save lives to the respect, demand, and reasonable salary. There are many unknowns in researching health professional education in Korea, mainly because information about the degrees is in Korean, and it's hard to find anything in English. Thus I've decided to collect all information you need in one place and create a series about Medical degrees in Korea.

Top universities in Korea to study medicine

Here is a list of the best universities in South Korea to study medicine in every aspect. School names are linked to the associated medical department.

Seoul National University
Yonsei University
Sungkyunkwan University (SKKU)
Korea University
Hanyang University

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Below you can find a list of all articles published on the website and related to studying medicine in Korea as an international student

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Unlocking global talent: an in-depth look at chung-ang university's young scientist scholarship (cayss), how to apply for the cayss scholarship at chung-ang university: a detailed guide, medicine programs in global korea scholarship for graduate students, study biological science in south korea, medicine programs in global korea scholarship for undergraduate students.

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Best Global Universities for Clinical Medicine in South Korea

These are the top universities in South Korea for clinical medicine, based on their reputation and research in the field. Read the methodology »

To unlock more data and access tools to help you get into your dream school, sign up for the U.S. News College Compass !

Here are the best global universities for clinical medicine in South Korea

Seoul national university (snu), yonsei university, sungkyunkwan university (skku), university of ulsan, korea university, catholic university of korea, kyungpook national university, kyung hee university, korea advanced institute of science & technology (kaist), pusan national university.

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# 46 in Best Universities for Clinical Medicine (tie)
# 129 in Best Global Universities (tie)

Seoul National University was founded in 1946. The South Korean national university’s main location is the Gwanak campus... Read More

# 95 in Best Universities for Clinical Medicine
# 292 in Best Global Universities (tie)

Yonsei University is a private institution that traces its roots back to 1885, when Christian missionaries founded a... Read More

# 102 in Best Universities for Clinical Medicine (tie)
# 263 in Best Global Universities (tie)

Sungkyunkwan University, also known as SKKU, is a private institution that traces its roots back to 1398, when it was... Read More

# 152 in Best Universities for Clinical Medicine (tie)
# 710 in Best Global Universities (tie)
# 256 in Best Universities for Clinical Medicine
# 290 in Best Global Universities (tie)

Korea University is a private institution that was founded in 1905. Originally called Bosung College, the university... Read More

# 339 in Best Universities for Clinical Medicine (tie)
# 1,190 in Best Global Universities (tie)
# 459 in Best Universities for Clinical Medicine (tie)
# 667 in Best Global Universities (tie)
# 473 in Best Universities for Clinical Medicine
# 520 in Best Global Universities (tie)

# 492 in Best Universities for Clinical Medicine (tie)
# 282 in Best Global Universities (tie)

The Korea Advanced Institute of Science and Technology, commonly known as KAIST, is a public institution that was... Read More

# 517 in Best Universities for Clinical Medicine
# 698 in Best Global Universities (tie)

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Reform of medical education in Korea

Affiliation.

1 Sungkyunkwan University School of Medicine, Seoul, Korea.
PMID: 20163225
DOI: 10.3109/01421590903197043

There are 41 medical schools in South Korea with over 3500 students graduating from the medical schools annually with the appropriate qualifications to practice medicine. Korean medical educators have made significant efforts to enhance the effectiveness of medical education by preparing students for the rapidly changing global environment of medicine and healthcare. This article outlines the reform efforts made by Korean medical schools to meet such demands, which includes the adoption of student-centered and competency-based education, e-learning, and authentic assessment of clinical performance. It also discusses the recent reform of the medical education system, driven by the Government's policy to prepare Korean higher education for an increasingly knowledge-based society.

Accreditation / organization & administration
Clinical Competence
Computer Systems
Education, Medical / organization & administration*
Education, Medical, Continuing / methods
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Reform of medical education in Korea.

Author information, affiliations, orcids linked to this article.

Kee C | 0000-0002-7419-0316

Medical Teacher , 01 Jan 2010 , 32(2): 113-117 https://doi.org/10.3109/01421590903197043 PMID: 20163225

Abstract

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Read article at publisher's site: https://doi.org/10.3109/01421590903197043

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The "Glocalization" of Medical School Accreditation: Case Studies From Taiwan, South Korea, and Japan.

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Study Medicine in Korea: 7 Things to Know

Having a professional occupation is a very long and tedious process especially if you are just taking your first step – studying. Hours, months, years are spent in before someone achieve their dreams and be professional in their fields. They will need to have the dedication and a strong commitment because many have given up in the middle of this process.

One of the most sought out professions around the world is the profession of being a doctor and studying medicine. Doctors are one of the most important jobs and one of the most honorable because they save lives and people from their illnesses. However, since they are dealing with something that needs to be delicately taken care of, doctors need to diligently study to avoid mistakes that will endanger the life of their patients.

With this said, as much as possible, if you want to become a doctor, you need to get your education from a place or country that offers an international education and has advanced and modern facilities to help you become a good doctor. And you could get these qualities if you would go to Korea and pursue your medical degree there. South Korea, specifically, offers a wide variety of degrees and among those degrees, the fields of medicine are what they specialize at. So, if you are an aspiring student who wants to study medicine in Korea, here are some tips and pointers that you will be needing.

1. In what language do you study medicine in Korea?

Studying medicine in a different country is difficult but so is teaching, too. This is the reason why Korean universities teach medicine in their native language so that they can completely and clearly explain their materials that will be taught to future doctors.

The foreign students who wish to study in Korea need to take a Korean language proficiency test as soon as they got admitted to the university like what they require at Seoul National University . Moreover, if you are still struggling in the Korean language, there are supplementary language courses that are also offered in the university so take a look at them.

2. What are the requirements to study medicine in Korea?

There are several things to consider if you want to pursue a medical degree in Korea, it takes at least 6 years for a student to get their medical degrees and then pursue their specializations. If you are just starting to get an undergraduate degree , you need to process all the basic requirements as an international or foreign student.

These include your report card in high school, previous educational background, passport, application forms for the university you will be enrolling in, a Korean language proficiency test, and a student visa. Sometimes, especially if you went to a Non-English school, you are required to take an IELTS or a TOEFL to test your English Proficiency.

3. Can you study medicine in Korea as an international student?

Yes, you can study medicine in Korea as an international student especially if you have the necessary forms and requirements, also, as long as you can speak Korean. There are many medical universities in Korea that are accepting international students to their programs. In fact, on their official websites, there are international offices for students whose prospective studies lie in the field of medicine. Some of these are Seoul National University , Sungkyunkwan University , and many more.

4. What are the components of the medical curriculum in Korea?

The medical curriculum in Korea is almost the same as the usual curriculum of medical degrees globally yet it slightly differs from other universities in terms of the time of their study. To get a degree in medicine, a student must study medicine in Korea and complete a 6- or 8-year curriculum which does not include a field specialization.

The first two to four years of the curriculum will focus on the undergraduate studies of the students which are also known as the pre-medical period. This period will include examinations every semester. The next two years of the curriculum will solely be for pre-clinical basic science which includes hospital visits and other activities related to that matter.

Lastly, the last two years of their curriculum will be for clinical rotations which are, in a sense, the same as an internship but are completely different. Students will have shifts in doing tasks that are assigned to them by their professional colleagues.

5. How many medical schools are in Korea?

Currently, 36 universities in Korea offer degrees in the field of medicine. Some universities are solely offering this course and specialize in them while other universities have different schools or faculty for other branches of study. However, more medical schools are being established and more state universities are still trying to offer medical degrees so it is expected that the number of medical schools will rise in the future.

There are many prestigious medical schools in Korea. If you are interested, visit the 10 Best Medical Schools in Korea .

6. How difficult is it to study medicine in Korea?

It is very difficult to study medicine in Korea especially if you are an international student. Entrance exams for medical degrees are very competitive in Korea because only a few are admitted and the exams are relatively hard compared to other programs.

Moreover, even though the dropout rate of students in medical schools in Korea is low having at most 5% dropouts every year, students who get the degree within the 6-year curriculum are also few. So, it can be said that the difficulty to study medicine in Korea is relatively high but it is not impossible.

7. What do you need to become a doctor after you study medicine in Korea?

After getting your Bachelor’s degree after studying medicine in Korea for 6 years, you will be required to get an additional 4-year medical post-graduate degree and a foreign accredited medical school certificate. These are the conditions that you are needed to meet before you are allowed to take the Korean Medical Licensing Examination (KMLE). Passing this licensure exam will grant you the title of being a doctor. This will be not a difficult pass because of the years that you have been studying are enough.

I hope that this article was helpful. If you are interested, visit the Korea Scholarships Page!

2 thoughts on “ Study Medicine in Korea: 7 Things to Know ”

Hello, do I have to apply for premed first without any test and once I finish the course, pass the entrance exam? Or do i have to pass the entrance exam first that includes both premed and medicine?

Hello, you apply to “premed” first before any test and there’s no entrance exam. Medicine in Korea is a 6-year bachelor’s degree so it includes both premed and medicine courses.

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MBBS in South Korea for Indian Students

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Updated on 08 November, 2023

Pragya Sharma

Sr. content editor.

South Korea, known for its technological advancements and rich cultural heritage, is also emerging as a top destination for pursuing MBBS. This can be seen by the fact that revenue in the healthcare market has a projected annual growth rate of 1.45%, resulting in a projected market volume of US$1,09 million by 2027. Let us dive into the important details of MBBS in South Korea.

Why study mbbs in south korea, top universities in south korea for mbbs, eligibility criteria for mbbs in south korea, mbbs in south korea: intakes offered, mbbs in south korea: scholarships.

1.General Practitioner:
2.Specialist Doctor:
3.Medical Researcher:
4.Medical Professor:
5.Medical Writer:
1.Internal Medicine:
2.Pediatrics:
4.Obstetrics and Gynecology:
5.Psychiatry:
6.Anesthesiology:
7.Radiology:
8.Orthopedics:
9.Ophthalmology:
10.Dermatology:

MCI-Approved Medical Colleges in South Korea

Korean medical degree:, mandatory subjects:.

MBBS in South Korea typically has a duration of six years. The curriculum is devised with a strong foundation in medical knowledge and skills, covering subjects like anatomy, physiology , pathology, pharmacology , and clinical practice. The average MBBS in South Korea costs range from KRW 10,547,600 to KRW 19,776,750 per year, depending on the university and the specialization chosen.

Top Reasons to Study MBBS Abroad

To understand the perks of studying MBBS in South Korea, here is a list of its advantages.

South Korean medical institutions are equipped with state-of-the-art facilities, modern laboratories, and simulation centers, enabling students to gain practical exposure and develop clinical expertise.
The country is a hub for scientific research and advancements in the medical field. Students pursuing MBBS in South Korea have ample opportunities to contend in research projects and contribute to medical breakthroughs.
Studying in South Korea allows students to experience a multicultural environment, interact with students from diverse backgrounds, and broaden their horizons.
It is known for its excellent healthcare system, which consistently ranks among the best in the world. Studying in such an environment ensures exposure to high standards of medical practice.
It has a growing demand for qualified medical professionals, providing generous job opportunities for MBBS graduates. The country's healthcare sector offers competitive salaries and a supportive work environment.

South Korea has several prestigious universities with top-notch MBBS programs. Here are the top universities in South Korea for MBBS, along with their necessary details for international students:

*per university websites

** Application deadline indicates last year’s dates

Aspiring medical students must fulfill certain eligibility criteria to study MBBS in South Korea . Here are the key points to consider:

Applicants must have completed high school or an equivalent qualification with a strong background in science subjects.
Proficiency in the English language is essential to study MBBS in South Korea. Students are required to provide scores from recognized English language proficiency tests such as TOEFL or IELTS .
Students should obtain a valid student visa to study in South Korea.
Before 2018, Indian students aspiring to study MBBS in South Korea were required to obtain an eligibility certificate from the MCI under the Indian Medical Council (IMC) Act , 1956. However, this requirement was replaced by the necessity of qualifying for the National Eligibility cum Entrance Test (NEET) for domestic and international medical aspirants. The NEET scorecard is now the eligibility credential for appearing in the screening test for South Korean medical graduates.

It is important to note the specific eligibility criteria may vary slightly between universities, so it is recommended to check the requirements of the chosen institution before applying.

Universities in South Korea offer two types of intakes for MBBS programs: Spring Intake and Fall Intake. Each intake's opening and closing dates may vary from university to university.

Fall Semester: March to April
Spring Semester: July to September

Students should check the specific intake dates of their preferred universities to ensure they submit their applications on time.

There are several scholarships available for international students pursuing an MBBS degree in South Korea. These scholarships financially support deserving students to pursue MBBS in South Korea.

MBBS in South Korea: Jobs

Graduates have various career pathways to explore after completing their MBBS in South Korea. Here is a list of the top career choices.

1.General Practitioner:

A general practitioner works in clinics or private practices, diagnosing and treating common illnesses. A general practitioner's salary in South Korea is expected to be around KRW 110,000,000 per year.

2.Specialist Doctor :

Specializing in a specific medical field after MBBS, such as cardiology, neurology, or dermatology, allows you to earn a higher salary. The average salary for a cardiology specialist doctor in South Korea ranges from KRW 85,600,000 to KRW 272,000,000.

3.Medical Researcher:

If you have a keen interest in medical research, you can pursue a career as a medical researcher in a renowned research institution. The medical researcher's average salary in South Korea is KRW 108,000,000 per year.

4.Medical Professor:

MBBS graduates can pursue a career in medical education by becoming professors or lecturers in medical universities. The salary for medical educators in South Korea ranges from KRW 39,700,000 to KRW 137,000,000.

5.Medical Writer:

As a medical writer, you can work in pharmaceutical companies or healthcare publications, creating informative content related to medical advancements. The average salary for medical writers in South Korea is around KRW 47,149,696 per year.

MBBS in South Korea: Top Specializations

On completing the MBBS in South Korea, one has ample choices for undertaking a specialization. The following are the top specializations that offer exceptional learning opportunities and career prospects to significantly contribute to the field of medicine.

1.Internal Medicine :

This specialization focuses on diagnosing, treating, and preventing diseases affecting internal organs.

2.Pediatrics :

Pediatricians specialize in the medical care of infants, children, and adolescents.

3.Surgery :

Surgeons are trained in performing various surgical procedures to treat diseases and injuries.

4.Obstetrics and Gynecology :

This specialization deals with the medical care of women during pregnancy, childbirth, and postpartum.

5.Psychiatry :

Psychiatrists diagnose and treat mental disorders, providing counseling and therapy to patients.

6.Anesthesiology :

Anesthesiologists are responsible for administering anesthesia and monitoring patients during surgery .

7.Radiology :

Radiologists use medical imaging techniques to diagnose and treat diseases.

8.Orthopedics :

Orthopedic surgeons specialize in the treatment of musculoskeletal disorders and injuries.

9.Ophthalmology :

Ophthalmologists diagnose and treat eye diseases, performing surgeries if required.

10.Dermatology :

Dermatologists focus on the diagnosis and treatment of skin diseases and conditions.

The National Medical Commission (NMC, a statutory authority constituted by the Central Government of India, has taken over the responsibility of regulating medical education and practice in India, substituting the Medical Council of India (MCI). The official list of MCI-approved medical colleges in South Korea has been out of practice since the NMC has taken over.

FMGE Guidelines for Indian Students Pursuing MBBS in South Korea

The FMGE guidelines establish a standardized framework for evaluating the eligibility of Indian medical graduates and meet the requirements to practice medicine in India.

Though pursuing MBBS in South Korea is a good option for Indian students, however, to practice in India, every student who has completed a medical degree abroad must pass the FMGE conducted by the NMC to obtain a provisional or permanent registration to practice medicine in India.

To be eligible for permanent registration in India, Indian students pursuing MBBS in South Korea must meet the following criteria:

Korean medical graduates must have completed a course leading to a foreign medical degree with a minimum duration of 54 months.
They must have undergone an internship for a minimum of 12 months in the same foreign medical institution.
The Korean medical degree must have been obtained with English as the medium of instruction.
The graduates must be registered with their home country’s respective professional regulatory body or competent authority, granting them a license to practice medicine.
The students must have studied subjects like Community Medicine, General Medicine, Psychiatry , Pediatrics, General Surgery, Anesthesia, Obstetrics and Gynecology, Orthopedics, Otorhinolaryngology, Ophthalmology, Dermatology, Emergency or Casualty services, lab services, and their sub-specialties.

With its affordable tuition fees, multicultural environment, and high healthcare standards, South Korea is definitely an excellent choice for MBBS in South Korea for Indian students. However, Indian students must also be well-informed about the guidelines and requirements set by the NMC to ensure a seamless transition from studying in South Korea to practicing medicine in India.

Disclaimer: Fees and costs mentioned in the article are indicative and subject to change at any time .

To know more about MBBS Abroad:

MBBS in New Zealand
MBBS in Poland
MBBS in Italy
MBBS in Bulgaria
MBBS in Japan
MBBS in Belgium
MBBS in Spain
Mbbs-in-sweden
MBBS Abroad Without NEET

Can we do MBBS in South Korea without NEET?

No, to pursue MBBS in South Korea, students are required to have a qualifying score in the National Eligibility cum Entrance Test (NEET) conducted in India.

After studying for an MBBS in South Korea, can I work in India as a doctor?

Yes, Indian students who complete their MBBS in South Korea can work in India as doctors. However, they must pass the Foreign Medical Graduate Examination (FMGE) conducted by the National Medical Commission (NMC).

Do universities in South Korea provide accommodation?

Many universities in South Korea provide accommodation facilities for international students. It is advisable to check with the respective universities for detailed information regarding accommodation options and availability.

What is the salary of an MBBS doctor in South Korea?

The salary of an MBBS doctor in South Korea varies on factors such as specialization, experience, and the type of healthcare facility. The average salary ranges from KRW 40,300,000 to KRW 185,000,000 per year.

Pragya Sharma is a content developer and marketer with 6.5+ years of experience in the education industry. She started her career as a social media copywriter for NIELIT, Ministry of Electronics & IT, and has now scaled up as a 360-degree content professional well-versed with the intricacies of digital marketing and different forms of content used to drive and hook the target audience. She is also a co-author of 2 stories in an anthology based on the theme- women empowerment.

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Participants

A total of 87 students participated in this program, 43 medical and 44 nursing students. The data of participating students who did not respond to or responded insincerely to the survey to verify the effectiveness of this study were excluded. Thirty-seven fifth-year medical students and 38 fourth-year nursing students participated in the IPE program, and a total of 75 response variables were used for the analyses. Medical students in the 5th grade have competencies for essential treatments and clinical skills through major clinical clerkship, and have basic competencies for coping with emergency situations. In addition, the 4th grade nursing students have completed all clinical practice and have the basic knowledge and skills required in the medical situation at the hospital. In other words, it can be seen that the participants of this study are at the stage before entering the job and have the ability to evaluate their own capabilities. Missing responses or insincere responses were excluded. Students completed the questionnaire before and after IPE participation.

In our study, the attitude toward interprofessional learning was measured using the Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation (ATTITUDES) scale which was developed by Sigalet et al. [ 15 ]. This scale consists of 30 items organized into five sub-factors: IPE relevance (7 items, e.g., I want more opportunities to learn with other professionals.), simulation relevance (5 items, e.g., Simulation is a good tool for practicing team decision-making skills.), communication (8 items, e.g., Communication within the team is as important as technical skills.), situation awareness (4 items, e.g., Patient care is improved when all team members have a shared understanding about assessment and treatment.), and roles and responsibilities (6 items, e.g., Monitoring what each team member is doing is important for optimizing patient safety.). Each question was measured on a five-point scale from “strongly disagree” (1 point) to “strongly agree” (5 points). It can be seen that the higher the total score, the more positive students’ attitude toward interprofessional learning through simulation-based IPE. In this study, the pre and post-IPE questions show internal consistency (Cronbach α = 0.962 and 0.985, respectively).

To measure the perception of teamwork and collaboration between physicians and nurses, Jefferson Scale of Attitudes toward Physician-Nurse Collaboration (JSAPNC) developed by Hojat et al. [ 16 ] was used in this study. This scale consists of 15 items and 4 sub-factors: shared educational and collaborative relationships (7 items, e.g., Interprofessional relationships between physicians and nurses should be included in both professions’ educational programs.), caring as opposed to curing (3 items, e.g., Nurses are qualified to assess and respond to psychological aspects of patients’ needs.), nurse’s autonomy (3 items, e.g., Nurses should be accountable to patients for the nursing care they provide.), and physician’s authority (2 items, e.g., Doctors should be the dominant authority in all healthcare matters.). Each item was measured on a four-point scale from “strongly disagree” (1 point) to “strongly agree” (4 points). The higher the total score, the more positively students perceive teamwork and collaboration between physicians and nurses. The Cronbach α for inter-consistency before and after IPE was 0.911 and 0.935, respectively.

The Interprofessional Education Collaborative (IPEC) Competency self-assessment tool developed by Lockeman [ 17 ] was used to measure students’ competency in interprofessional practice. This scale consists of two sub-factors: interprofessional interaction (7 items, e.g., I can use strategies that will improve the effectiveness of interprofessional teamwork and team-based care.) and interprofessional value (9 items, e.g., I can embrace the diversity that characterizes patients and the healthcare team.). Each item was measured on a 5-point Likert scale from “strongly disagree” (1 point) to “strongly agree” (5 points). It can be seen that the higher the total score, the more students perceived as more competent in interprofessional practice. The Cronbach α for competency before and after IPE was 0.957 and 0.980, respectively.

Descriptive statistical analyses were conducted to identify the demographic distribution of participants in this study, and t-tests were conducted to explore response differences between the professional groups of medical and nursing students. Additionally, paired t-tests were conducted using SPSS version 25.0 (IBM, Armonk, NY, USA) to identify changes in medical and nursing students’ scores before and after IPE participation.

Demographics

Participant characteristics are presented in Table 2 . There were 1.7 times more male students than female students among the medical-school respondents, while there were 4 times more female students than male students among the nursing-school respondents. Medical students had no prior experience in simulation training, but nursing students had undergone previous simulation training. None of the participating students had any educational experience with other professions.

ATTITUDES, JSAPNC, and IPEC Competency scores according to profession are presented in Table 3 . The differences between ATTITUDES, JSAPNC, and IPEC Competency were compared and analyzed for both student groups before and after IPE. Nursing students scored higher than medical students in ATTITUDES and IPEC Competency before and after IPE. The two groups did not differ significantly in JSAPNC scores before or after IPE.

The results of comparative analyses of the differences between the ATTITUDES, JSAPNC, and IPEC Competency scores before and after IPE experience are presented in Fig. 1 .

Comparison of ATTITUDES, JSAPNC, and IPEC Competency scores before and after simulation-based interprofessional education

All students participating in interprofessional education showed significant improvement in ATTITUDES, JSAPNC, and IPEC competency scores. Before the interprofessional education, the average scores of each scale were ATTITUDES (M = 4.34, SD = 0.47), JSAPNC (M = 3.30, SD = 0.40), and IPEC Competency (M = 4.23, SD = 0.63). After the program experience, the score of each scale was found to increase significantly as follows: ATTITUDES (M = 4.61, SD = 0.57, t = 4.63 *** ), JSAPNC (M = 3.44, SD = 0.50, t = 2.87 ** ), and IPEC Competency (M = 4.57, SD = 0.63, t = 5.25 *** ).

Table 4 shows the ATTITUDES, JSAPNC, and IPEC Competency scale scores for medical and nursing students before and after participating in IPE programs. The overall score for nursing students was higher than that for medical students, but the score for physician’s authority, one of the sub-factors of the JSAPNC scale was higher among medical students (pre: M = 2.80 vs. M = 2.57, post: M = 2.92 vs. M = 2.72).

The total scores from ATTITUDES (t = 2.50, p < 0.05 vs. t = 5.32, p < 0.001) and IPEC Competency (t = 3.44, p < 0.01 vs. t = 4.34, p < 0.00) increased significantly after IPE in both medical and nursing students. The total score for JSAPNC showed no significant change among medical students, but a significant increase among nursing students (t = 3.02, p < 0.01). Regarding changes in scores before and after IPE by JSAPNC sub-factors, in “shared educational and collaborative relationships,” which both measure the perception of collaboration between physicians and nurses, the scores from both medical students and nursing students increased (t = 2.36, p < 0.05). vs. t = 3.64, p < 0.01). For medical students, however, there was no change in scores for caring as opposed to curing, nurse’s autonomy, or physician’s authority, which measures the identity of each profession group. Also, there was no significant change in the score for physician’s authority among nursing students.

We found that nursing students were more positively aware of interprofessional learning and competency in interprofessional practice than medical students. Prior studies that compared the impact of IPE experience on the perception of interprofessional learning between the different professional groups have yielded mixed results. A study that compared attitudes to interprofessional learning before and after IPE [ 15 ] for different professional groups showed that medical students had more positive attitudes toward IPE than nursing students, which is a contrary finding to this study. This means that certain profession, nurses or physicians, do not always have a more positive attitude toward interprofessional learning than others. What direct or indirect experiences they had in patient care settings in previous clinical practice may be more important factors for attitude toward interprofessional collaboration and interprofessional learning [ 18 ].

Prior to this study, neither the nursing- nor medical-student participants had IPE experience, but medical students had 1 year of clinical experience practice, while nursing students, who were at the end of their fourth year, had almost 2 years of clinical experience practice and the nursing students had previously undertaken simulation in clerkship. Clinical experience practice provides positive and negative role modeling observations and collaboration among doctors, nurses, and other relevant allied health practitioners [ 19 ], and extensive exposure to situations that require collaboration with other professional groups may affect students’ perceptions of interprofessional learning [ 20 ]. It can be understood in the same context that the more experienced clinical practice, the higher the self-competency in interprofesssional practice. Therefore, one interpretation of our results is that nursing students with more clinical experience practice responded more positively toward interprofessional learning and self-competency in interprofessional situations than medical students. After simulation-based IPE, the attitude toward interprofessional learning for all participating professions improved. These results are consistent with a prior study [ 21 ] in which a simulation-based IPE program had a positive effect on the attitudes of medical and nursing students toward IPE. Additionally, after simulation-based IPE, the perception of all students who participated in teamwork and collaborations between physicians and nurses had improved.

However, sub-analyses of only medical students and only nursing students revealed no change in medical students’ perception about nurse autonomy nor nursing students’ perception about physician authority according to factors measuring perceptions of professional identity. In other words, we observed no change in students’ perception of the professional identities of the different profession groups, which is in contrast with a previous study [ 22 , 23 ] that found changes in stereotypes of other professions after IPE. We infer that this is due to the cultural contexts of the rigid Korean medical organizations. Two days of short-term IPE is unlikely to change students’ perceptions of the roles of other professions compared to what they learned through their clinical training in the hospital. The point of focus between physicians and nurses is different in the clinical settings, the physicians are in charge of a directive role that makes the overall decision-making, and the nurse takes on a subservient role that focuses on patient care [ 24 ]. Our findings suggest that existing stereotypes about specific professions are challenges to be overcome in interprofessional learning. Beyond short-term special programs, it is necessary to include interprofessional collaborative training in clinical practice so that students can fully understand the role of other professions through the process of experiencing, observing, interacting, and reflecting positive modeling [ 25 , 26 ].

After simulation-based IPE, self-reported competency improved for both medical and nursing students. Through IPE, students improved their ability to communicate and solve problems collaboratively among their health care team, and to understand team members and perform patient-centered care more effectively. A prior study [ 27 , 28 ] found that interprofessional simulation improved self-competency in communication, collaboration, and situation management among team members in clinical settings. Competency development is a key component of clinical training [ 29 ]. Continuous provision of IPE improves competency, which helps postgraduates perform proficiently in their field of patient care. Patient care in clinical contexts always requires effective teamwork and communication skills among the health care team. However, because the current university education system is centered on majors, the necessary qualities for collaboration are insufficiently cultivated. IPE could be a good alternative approach to fill this learning gap.

This study is meaningful in that it is an empirical study that identified the educational effects of simulation-based IPEs in Korea, where IPE education has not yet been enacted. This study evaluated the educational effects of IPE, but this study has limitations in that it is a study on a single and short IPE. In order to analyze the effects of IPE in more detail, it is necessary to conduct IPE periodically and then perform analysis based on accumulated data. In addition, in analyzing the effects of the IPE program, there are limitations in that there may be various factors that can affect the study results in addition to the factors considered in this study. It is necessary to conduct a follow-up study that considers more various related variables such as student achievement. This study also has limitations in that it used an outdated scale that was developed to investigate the perception of teamwork and collaboration between physicians and nurses. When using it in future research, it is necessary to consider using it after going through an appropriate revision for the item according to the current situation. It also has an important limitation, in that it did not evaluate how long the effects of IPE will last. A reliable estimate of the effect duration is important for setting the cycle of education. It would then be necessary to conduct a study among postgraduates who participated in IPE as students to periodically evaluate the persistence of the educational effects of IPE. Additionally, in the long-term, when students embark on real clinical work after graduation, it is important to conduct research to evaluate whether healthcare professionals who had IPE experience during their training show better clinical performance through effective teamwork and communication.

This study was conducted to assess attitudes toward interprofessional learning, perception of teamwork and collaboration between doctors and nurses, and self-reported competency of students in interprofessional practice, and to compare the differences before and after simulation-based IPE. Through IPE, students’ attitude toward interprofessional leaning and self-competency in interprofessional practice were improved. The perception of teamwork and collaboration between physicians and nurses showed no significant change among medical students but increased significantly among nursing students. Additionally, there was no significant change in the perception of the role of other professions among either medical or nursing students.

In this study, we found evidence for a positive educational effect of IPE in terms of participants recognizing the necessity of IPE and improving students’ confidence in their inter-professional collaboration abilities. However, the fact that the existing perception of the role of other professions did not change after IPE shows the limitations of a one-time short-term program. Efforts should be made to include programs within the clinical-practice curriculum that provide social interactions with other profession groups in clinical situations so that students can be continuously exposed to these experiences.

Availability of data and materials

The dataset used during the current study is available from the corresponding author upon reasonable request.

Abbreviations

Interprofessional Education

Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation

Jefferson Scale of Attitudes toward Physician-Nurse Collaboration

Interprofessional Education Collaborative

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Acknowledgements

This study was conducted on an IPE program with the support of the Simulation Center of the college of Nursing at Daegu Science University. All the authors appreciate the willingness to utilize all the space in the simulation center.

No funding was obtained for this study.

Author information

Jihye Yu and woosuck Lee are contributed equally and co-first authors.

Authors and Affiliations

Office of Medical Education, Ajou University School of Medicine, Suwon, South Korea

College of Nursing, Taegu Science University, Daegu, South Korea

woosuck Lee, Yu-Jin Lee, Soo-Jin Hyun, Yun KANG & So Myeong Kim

Department of Obstetrics & Gynecology, Ajou University School of Medicine, Suwon, South Korea

Miran Kim & Dongwook Kwak

Department of Emergency Medicine, Ajou University School of Medicine, Suwon, South Korea

Sangcheon Choi & Sungeun Lee

Department of Gastroenterology, Ajou University School of Medicine, Suwon, South Korea

Soonsun Kim

Department of Pulmonary and Critical Care Medicine, Ajou University School of Medicine, Suwon, South Korea

Yunjung Jung

Department of Pediatrics, Ajou University School of Medicine, Suwon, South Korea

Hyunjoo Jung & Janghoon Lee

Ajou Center for Clinical Excellence, Ajou University School of Medicine, Suwon, South Korea

Sukyung Lee

You can also search for this author in PubMed Google Scholar

Contributions

YJH, LWS, LJH developed the study concept and design. YJH and LWS analyzed and interpreted the data, and drafted the manuscript. LSK acquired the data. KMR, CSC, LSE, KSS, JYJ, KDW, JHJ, LYJ, HSJ, KY, and KSM assisted in the interpretation of the data, and revised the manuscript. LJH critically revised the manuscript and supervised the study. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Janghoon Lee .

Ethics declarations

Ethics approval and consent to participate.

This study was approved by the Institutional Review Board (IRB) of Ajou University Hospital (Ethics consent No. AJIRB-SBR-SUR-20-125). It proceeded with consent exemption. This study was conducted to confirm the educational effect of the simulation-based interprofessional education program implemented as a part of educational exchange through MOU between Ajou University School of Medicine and college of nursing at Daegu Science University. Based on the survey data received from the participating students, the analysis was conducted through retrospective research, so consent was exempted.

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Not applicable.

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The authors declare that they have no competing interests.

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Yu, J., Lee, w., Kim, M. et al. Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey. BMC Med Educ 20 , 476 (2020). https://doi.org/10.1186/s12909-020-02395-9

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DOI : https://doi.org/10.1186/s12909-020-02395-9

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Medical Courses in South Korea

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Top Medical Courses in South Korea for International Students

1. medical degree programs (md).

Language Barrier: The biggest challenge for international students is the language requirement. Most MD programs are taught in Korean, and proficiency in Korean (often TOPIK level 4 or higher) is essential.

Top Medical Schools: Prestigious institutions like Seoul National University (SNU), Yonsei University, and Korea University offer renowned medical programs.

Admission Requirements: These include high school diploma, undergraduate degree in a relevant field (for graduate entry), language proficiency, and passing the Medical Education Eligibility Test (similar to the MCAT).

2. Biomedical Sciences

English-Taught Programs: For those interested in the medical field but facing language barriers, biomedical science programs are a viable alternative. These programs are more likely to be offered in English.

Research and Development Focus: These programs often focus on research, biotechnology, pharmaceuticals, and other healthcare-related areas.

Universities: Institutions like KAIST , POSTECH , and Sungkyunkwan University offer well-respected programs in these areas.

3. Public Health and Healthcare Management

Programs Available: Master’s and PhD programs in public health, healthcare management, and related fields are often available in English.

Scope: These programs focus on the broader aspects of healthcare, including policy, management, epidemiology, and global health.

Universities: Seoul National University , Yonsei University , and Korea University are among those offering these programs.

4. Nursing and Allied Health Programs

English-Taught Programs: Some universities offer nursing and allied health courses in English, though they are less common.

Scope: These include degrees in nursing, physical therapy, occupational therapy, and other allied health professions.

Application Process for International Students

Undergraduate Programs: High school diploma, language proficiency, entrance exams, and sometimes interviews or additional tests.

Graduate Programs: Bachelor’s degree, language proficiency (TOEFL/IELTS for English-taught programs, TOPIK for Korean-taught programs), letters of recommendation, statement of purpose, and sometimes GRE or GMAT scores.

Scholarships and Funding

Korean Government Scholarship Program (KGSP): Offers full scholarships for international students, including tuition, living expenses, and language courses.

University Scholarships: Many universities offer their scholarships for international students.

Best Courses in South Korea for International Students Master Courses in South Korea Engineering Courses in South Korea Medical Courses in South Korea Fashion Designing Course in South Korea Cheap and Affordable Universities in South Korea

Medical Universities in South Korea for International Students

Top medical universities in south korea.

Seoul National University (SNU) College of Medicine

Programs: Known for its excellent medical program, but primarily taught in Korean.

Opportunities for International Students: Research, exchange programs, and postgraduate courses in related fields might be available in English.

Yonsei University College of Medicine

Programs: Offers one of the leading medical programs in South Korea.

International Opportunities: Yonsei has various programs for international students, though direct medical study might require Korean proficiency.

Korea University College of Medicine

Programs: Known for its strong emphasis on research and clinical skills.

International Student Accessibility: They offer some programs in English, primarily at the graduate level.

Sungkyunkwan University (SKKU) School of Medicine

Programs: Renowned for its medical education and research facilities.

English-Taught Programs: Offers programs in biomedical fields and may have some courses in English.

Kyungpook National University School of Medicine

Programs: Offers comprehensive medical education, with a strong research focus.

International Student Options: Mainly in research and related medical fields.

Hanyang University College of Medicine

Programs: Known for its innovation in medical education and research.

Opportunities for Non-Korean Speakers: Includes courses and programs in English in related fields.

Other Considerations for International Students

Language Proficiency: For programs taught in Korean, proficiency in the language (TOPIK Level 4 or higher) is often required. Some universities offer intensive Korean language courses for international students.

Graduate Studies and Research: Opportunities are more abundant at the graduate level, with various programs offering courses in English, especially in fields like public health, biomedical sciences, and healthcare management.

Entrance Requirements: These vary but generally include a strong academic record, language proficiency, and for medical programs, an undergraduate degree in a related field.

Scholarships: Options like the Korean Government Scholarship Program (KGSP) are available for international students, covering tuition and living expenses.

Cost of Studying in South Korea for Indian Students English taught Universities in South Korea IT & Computer Science Courses in South Korea Travel & Tourism Courses in South Korea Universities in Seoul for International Students

Best Medical Universities in South Korea

1. Seoul National University (SNU) College of Medicine : SNU is consistently ranked as one of the top universities in South Korea, and its College of Medicine is highly regarded for its rigorous curriculum, research opportunities, and state-of-the-art facilities.

2. Yonsei University College of Medicine : Known for its comprehensive medical program and innovative research, Yonsei is one of the oldest and most prestigious universities in South Korea. It has a strong focus on global health and offers international collaborations.

3. Korea University College of Medicine : This institution is recognized for its high-quality education and research in medical fields. Korea University also emphasizes practical skills and clinical experience, providing students with hands-on training in their affiliated hospitals.

4. Sungkyunkwan University (SKKU) School of Medicine : SKKU, especially known for its partnership with Samsung Medical Center, offers excellent medical education and research opportunities. It is particularly renowned for advancements in medical technology and biomedical research.

5. Kyung Hee University College of Medicine : This university is well-known for its strong programs in both Western and traditional Korean medicine. Kyung Hee University is also recognized for its research contributions and modern medical facilities.

6. Hanyang University College of Medicine : Hanyang is known for its innovative approach to medical education and research, with strong emphasis on practical skills and clinical experience.

7. Pusan National University School of Medicine : Located in Busan, this university is notable for its research output and comprehensive medical education, with a strong focus on community health.

8. Catholic University of Korea College of Medicine : This institution is well-regarded for its medical education, research, and healthcare services, with a focus on holistic care and ethical considerations in medicine.

9. Ajou University School of Medicine : Ajou University is known for its strong international collaborations and research-focused medical education, particularly in areas like biomedical sciences.

10. Ewha Womans University School of Medicine : As one of the leading women's universities globally, Ewha offers a unique perspective in medical education and research, with a commitment to women's health and gender-specific medicine.

Masters in AI & Data Science Course in South Korea Aerospace Engineering in South Korea Animation Colleges in South Korea Architecture Colleges in South Korea

Scholarship to Study Medical in South Korea

1. korean government scholarship program (kgsp) / global korea scholarship (gks).

Offered By: The Korean Government

Coverage: Tuition, living allowance, airfare, language courses, and more.

Eligibility: International students pursuing undergraduate, master’s, or doctoral degrees in South Korea. Specific eligibility criteria may vary.

Application: Typically through the Korean embassy in your country or directly to the participating Korean university.

2. University Specific Scholarships

Many South Korean universities offer their scholarships for international students. These can vary significantly in terms of coverage and eligibility. Some notable universities with medical programs offering scholarships include:

Seoul National University (SNU)

Yonsei University

Korea University

Sungkyunkwan University (SKKU)

Hanyang University

3. Private and Corporate Scholarships

Several private organizations and corporations in South Korea offer scholarships, some of which are open to students pursuing medical studies. These scholarships might have specific eligibility criteria, such as field of study, nationality, or academic excellence.

4. Research Scholarships

For those interested in medical research, there are scholarships available specifically for research programs, including PhD and research-oriented master’s degrees. These are often provided by the universities themselves or by research institutions.

5. Scholarships for Language and Cultural Studies

If you need to improve your Korean language skills before commencing medical studies, there are scholarships available for language and cultural programs, which can serve as a stepping stone to a medical degree in Korea.

Application Tips

Research Thoroughly: Each scholarship has its own application process and eligibility criteria. Make sure to research each option thoroughly.

Early Application: Start the application process early, as gathering documents and meeting requirements can take time.

Language Proficiency: Proficiency in Korean might be necessary for medical programs, so consider scholarships that include language courses.

Contact Universities: Reach out to the international students office of the universities you are interested in for detailed information about available scholarships and financial aid.

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Bachelor in Medical Courses in South Korea

Structure of medical education in south korea.

1. Undergraduate-Postgraduate System: Unlike some countries where medical education starts right after high school, in South Korea, it usually follows an undergraduate-postgraduate model. Students first complete a Bachelor’s degree (usually a 4-year course) and then proceed to a 4-year medical program (equivalent to a Doctor of Medicine, MD).

2. Bachelor’s Degree: The initial undergraduate phase can be in a field related to medicine, like Biomedical Science, Biology, or even non-science fields.

3. Medical School Admission: Admission to the medical program (MD) is highly competitive and requires excellent grades in the undergraduate course, high scores on the Medical Education Eligibility Test (MEET), and proficiency in the Korean language.

Bachelor Programs Related to Medicine

For international students, directly enrolling in a Bachelor’s program in medicine might not be feasible due to language and system differences. However, you can consider related undergraduate programs:

Biomedical Sciences

Public Health

Life Sciences

These programs are more likely to be available in English and can be a stepping stone towards a medical career or postgraduate medical studies.

Top Universities Offering Related Programs

Korea Advanced Institute of Science and Technology (KAIST)

Language Requirements

Korean Proficiency: For programs taught in Korean, proficiency in the language is crucial. This is especially true for clinical and medical programs.

English-Taught Programs: Some universities offer science-related courses in English, which might be more accessible for international students.

Admission Requirements

High School Diploma: With good grades, particularly in science subjects.

Language Proficiency: TOPIK for Korean-taught programs; TOEFL or IELTS for English-taught programs.

Standardized Tests: SAT or ACT scores might be required.

Additional Requirements: Essays, letters of recommendation, interviews, and extracurricular achievements can also be important.

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Master in Medical Courses in South Korea

Types of master's programs available.

1. Biomedical Sciences: Focused on research in biological and medical sciences, including areas like molecular biology, genetics, and biochemistry.

2. Public Health: Covering aspects like epidemiology, health policy, global health, and healthcare management.

3. Healthcare Management/Administration: Concentrating on the management and administration aspects of healthcare systems.

4. Medical Engineering or Biotechnology: Bridging the gap between engineering, technology, and medicine.

5. Nursing and Healthcare Informatics: Advanced studies in nursing or the application of informatics in healthcare settings.

Top Universities Offering English-Taught Programs

1. Seoul National University (SNU): Offers various graduate programs in public health, biomedical sciences, and healthcare management.

2. Yonsei University: Known for its strong programs in public health, nursing, and biomedical sciences.

3. Korea Advanced Institute of Science and Technology (KAIST): Offers specialized programs in medical science and engineering, focusing on research and innovation.

4. Korea University: Provides various graduate options in health sciences and biomedical fields.

5. Sungkyunkwan University (SKKU): Known for its advanced research in biomedical and health sciences.

6. Hanyang University: Offers programs in biomedical engineering and healthcare management.

General Admission Requirements

1. Bachelor’s Degree: In a relevant field from an accredited institution.

2. Language Proficiency: For English-taught programs, TOEFL or IELTS scores are usually required. For Korean-taught programs, proficiency in Korean (TOPIK) is necessary.

3. Academic Records: Transcripts, letters of recommendation, and a statement of purpose.

4. Research Proposal: Especially for research-focused programs, a well-developed research proposal may be required.

5. Work Experience: Beneficial for certain programs, particularly in healthcare management or administration.

Korean Government Scholarship Program (KGSP): Provides tuition, living expenses, and language courses.

University Specific Scholarships: Many universities offer scholarships for international students, which may cover tuition fees, living expenses, or both.

DBA (Doctor of Business Administration) in South Korea BPharm (Bachelor of Pharmacy) in South Korea BDS (Bachelor of Dental Surgery) in South Korea

PhD in Medical Courses in South Korea

Types of phd programs.

1. Biomedical Sciences: Involving in-depth research in areas like molecular biology, genetics, biochemistry, and cell biology.

2. Clinical Research: Focused on the study of clinical trials, drug development, and patient-centered research.

3. Public Health: Covering epidemiology, health policy, global health issues, and preventive medicine.

4. Medical Engineering/Biotechnology: Bridging advanced engineering and technology with medical applications.

5. Healthcare Management and Policy: For those interested in the administrative, policy-making, and management aspects of healthcare.

Top Universities for PhD Programs

1. Seoul National University (SNU): Known for its rigorous research programs in various medical and health science fields.

2. Yonsei University: Offers a wide range of research opportunities, particularly in biomedical sciences and public health.

3. Korea Advanced Institute of Science and Technology (KAIST): Renowned for its innovative research in medical engineering and biotechnology.

4. Korea University: Strong in clinical research and public health studies.

5. Sungkyunkwan University (SKKU): Notable for research in biomedical sciences and partnerships with leading medical institutions.

6. Hanyang University: Offers robust programs in medical engineering and healthcare management.

1. Master’s Degree: Usually in a relevant field, although some programs may accept outstanding candidates directly from a bachelor’s degree.

2. Research Proposal: A comprehensive proposal outlining your intended research area.

3. Academic Transcripts and Recommendations: From previous university studies.

4. Language Proficiency: For English-taught programs, a TOEFL or IELTS score is required. Korean proficiency (TOPIK) is necessary for Korean-taught programs.

5. Interviews: Some programs may require interviews, either in person or online.

Funding and Scholarships

Korean Government Scholarship Program (KGSP): Provides comprehensive support including tuition fees, living expenses, and language courses.

University-Specific Scholarships: Many universities offer scholarships and research grants for PhD students.

Research Assistantships: Often available, providing hands-on experience while supporting studies.

Contact Potential Supervisors: It’s crucial to establish contact with potential supervisors before applying.

Customize Your Application: Tailor your application to highlight how your research interests align with the university’s expertise.

Plan for Language Requirements: Consider taking language courses if your program requires proficiency in Korean.

Top Universitys in South Korea

Eligibility Criteria for Medical Course Program in South Korea

For undergraduate medical programs (pre-medical courses).

High School Graduation: Completion of high school or equivalent secondary education.

Academic Performance: Strong academic record, especially in science subjects.

Language Proficiency:

For Korean-taught programs: High level of Korean proficiency, usually demonstrated by a TOPIK (Test of Proficiency in Korean) score.

For English-taught programs: TOEFL, IELTS, or equivalent test scores.

Entrance Exams: Some universities require SAT, ACT, or equivalent exams.

Interviews: May be part of the selection process.

For Professional Medical Programs (MD)

Bachelor’s Degree: Typically, a 4-year Bachelor’s degree, preferably in a science-related field.

Pre-Medical Coursework: Completion of pre-medical requirements, which may include courses in biology, chemistry, physics, and mathematics.

Entrance Exams: Korean Medical Education Eligibility Test (MEE) or equivalent.

Language Proficiency: High level of Korean proficiency is essential for programs taught in Korean.

Academic Performance: Strong undergraduate GPA and a good score on the relevant entrance exam.

Interviews and Additional Assessments: Personal interviews, essays, and other assessments may be required.

For Graduate Programs (Master’s and PhD)

Bachelor’s/Master’s Degree: A relevant undergraduate degree for Master’s programs, and a Master's degree for PhD programs.

Research Proposal: Particularly for PhD applicants, a well-formulated research proposal aligned with the university’s research areas.

Academic Performance: Strong academic record in previous university-level studies.

For Korean-taught programs: TOPIK score.

For English-taught programs: TOEFL, IELTS, or equivalent.

Letters of Recommendation: Usually required from academic referees.

Work Experience: May be considered, especially for programs like healthcare management.

Intakes & Application Deadlines for Medical Courses in South Korea

General intake periods.

Spring Intake

Application Period: Typically occurs around September to November in the year preceding the start of the program.

Start of Semester: Usually begins in March.

Fall Intake

Application Period: Commonly runs from May to June in the same year the semester begins.

Start of Semester: Generally starts in Septembe.

Specifics for Medical Courses

1. Undergraduate Pre-Medical or Biomedical Programs: Follow the general university intake periods. However, exact dates can vary, and it’s essential to check each university’s schedule.

2. Professional Medical Programs (MD): These programs can have more specific and sometimes more restrictive application periods. Admissions for MD programs are highly competitive and may require additional entrance examinations or assessments.

3. Graduate Programs (Master’s and PhD): While generally aligning with the university’s intake periods, some graduate programs, especially research-focused ones, might have more flexible application dates.

1. Research and Preparation: Start by researching universities and specific programs to understand their requirements and deadlines.

2. Documentation: Gather necessary documents, including academic transcripts, proof of language proficiency, letters of recommendation, and personal statements.

3. Entrance Exams and Language Tests: Schedule and prepare for any required exams (e.g., TOPIK for Korean language proficiency, GRE, GMAT, or specific medical school entrance tests).

4. Application Submission: Apply either directly to the university or through their designated application platforms before the deadline.

5. Follow-up: Some programs might require interviews or additional assessments.

Tips for International Students

1. Early Preparation: Start the application process well in advance. This is especially important for gathering documents and meeting language requirements.

2. Scholarships and Funding: If you’re applying for scholarships, be aware that their application deadlines may differ from the program application deadlines.

3. Visa Application: Leave ample time for the student visa application process once you receive an admission offer.

MBBS (Bachelor of Medicine and Bachelor of Surgery) in South Korea MDS (Master of Dental Surgery) in South Korea MPharm (Master of Pharmacy) in South Korea

Fees for Medical Courses in South Korea

Undergraduate programs (pre-medical or biomedical sciences).

Public Universities: Tuition fees at public universities are generally more affordable, ranging from about 3,000 to 5,000 USD per year.

Private Universities: Fees at private institutions can be higher, averaging around 6,000 to 12,000 USD per year.

Professional Medical Programs (MD)

Public Universities: Tuition for the MD program in public universities can range from approximately 4,000 to 7,000 USD per year.

Private Universities: These programs can be more expensive in private universities, with fees potentially ranging from 10,000 to 20,000 USD per year or more.

Graduate Programs (Master’s and PhD)

Public Universities: Graduate program fees in public universities usually range from 3,000 to 6,000 USD per year.

Private Universities: The fees can range from 5,000 to 15,000 USD per year, depending on the program and university.

Additional Expenses

Living Costs: Living expenses in South Korea can vary widely depending on lifestyle and location. On average, an international student might need about 700 to 1,500 USD per month for accommodation, food, transportation, and other personal expenses.

Insurance, Books, and Supplies: These can add to the overall cost. Health insurance is mandatory for international students in South Korea.

Language Courses: If you need to take Korean language courses, this will be an additional cost to consider.

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How row over medical school places thwarted Korean president

Analysts suggest yoon suk-yeol’s handling of admissions dispute contributed to his unpopularity ahead of his party’s electoral defeat.

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South Korean doctors hold placards saying "Opposition to the increase in medical schools"

On the face of it, the plan by South Korea’s president Yoon Suk-yeol to increase the number of doctors being trained at the country’s medical schools sounded like a winning way to get the public onside ahead of a parliamentary election.

In reality, by joining the long line of politicians who have tried to change the status quo surrounding medical admissions, Mr Yoon further turned the public against him, contributing to the resounding defeat his party, the People Power Party, suffered in this month’s election to retain control of parliament. In South Korea, it seems, attempts to reform medical education are doomed to fail.

From the outset, Mr Yoon was facing a number of crises, including high inflation and a corruption scandal revolving around his wife’s handbag. Tangential questions around medical school admissions should have been the least of his problems, until he entered the lion’s den of South Korea’s highly privatised healthcare system, which doctors are known for fiercely gatekeeping.

The government’s plan to increase places by 2,000, announced in February, resulted in 12,000 junior doctors walking out for over six weeks , senior doctors threatening to resign en masse and a burgeoning medical crisis as the public suddenly found themselves unable to access healthcare. The president’s plan had backfired.

“Ordinary people, who wouldn’t otherwise be interested in policy matters, simply experienced first-hand the consequences of the strike,” said Byunghwan Son, director of Asia-Pacific and north-east Asian studies at George Mason University . “Surgeries got cancelled. Treatments were delayed.”

With one of the lowest doctor-to-patient ratios among developed countries, a rapidly ageing population requiring greater medical attention and only 3,058 students admitted to medical schools each year, reforms are sorely needed in South Korea and are generally supported by the public. The medical profession is also popular, with applications far outnumbering available places.

But attempts to reform medical school quotas have caused headaches for a succession of Korean leaders, with doctors vehemently opposed to any increases . They argue that the government needs to improve working conditions and pay before increasing numbers. Their critics say doctors are trying to avoid increased competition within the profession.

Either way, the Korean Medical Association – the organisation behind the strikes – is a powerful force. “The size of medical schools has been kept quite small in large part because politically influential doctors have been staunch opponents to any increase in that,” said Dr Son. “They wouldn’t hesitate to make a political scene, such as staging protests and strikes, to make their voices heard. And that’s been proven effective.”

In 2020, thousands of doctors walked out in the midst of the Covid-19 pandemic after the former government announced plans to build more medical schools and lift the admissions cap. In the end, politicians caved to the medical community’s demands and scrubbed the plans. This marked 14 years since policymakers had first attempted to increase medical school quotas.

Although only one of many factors contributing to the governing party’s electoral defeat by its liberal opposition, the Democratic Party, the recent strikes and Mr Yoon’s reaction to them have added to his unpopularity, according to academics. While the “vast majority” of people “tend to support the government’s policy”, they “are not happy about the government’s deadlock with doctors and failures in communication with the public”, said Youngmi Kim, senior lecturer in the department of Asian studies at the University of Edinburgh .

“President Yoon’s appearance with the press was too late, and the message was ambiguous in terms of room for negotiation,” added Yong-Chool Ha, director of the Center for Korea Studies at the University of Washington . “I do not think this issue has been critically affecting the election outcome, but it must be an important part of the overall negative perception of President Yoon’s handling of issues.”

Now, in the wake of a resounding defeat for his party, Mr Yoon looks set to become a lame duck president, unable to advance significant reforms in the final three years of his five-year term. That is likely to include the medical school reforms, leaving the sector untouchable. “A likely path going forward would be for the embattled government to give in and the situation returning to the status quo,” said Dr Son.

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Peer review
Hyunmi Park , associate professor
Department of Medical Education, Korea University College of Medicine, Seoul, Republic of Korea
hyunmipark{at}korea.ac.kr

Dyer reports on the junior doctors striking in South Korea in response to plans to increase medical school places. 1 The underlying deeper crisis—a shortage of doctors in lifesaving specialties 2 —is due not to a lack of willing professionals but to systemic barriers preventing effective medical practice.

Doctors who work in lifesaving specialties face a tangible threat of criminal prosecution when patients’ outcomes fail to meet the expectations of the patients’ families. In 2020 a physician and her resident were detained over the death of an octogenarian patient with cancer who underwent standard treatment. They received suspended sentences despite the complexities of the case. 3 The legal right to initiate lawsuits and the ensuing lengthy legal battles impose an immense burden on doctors who have dedicated themselves to patient care. South Korea sees over 700 criminal cases against doctors annually, a sharp contrast to the 1-2 in the United Kingdom.

The burden of funding medical education from medical school through to specialisation lies with individuals and private healthcare institutions, 4 which contrasts with the centralised funding seen in the United States and in Europe. This, coupled with a healthcare system dominated by private entities, places immense financial risks on doctors in South Korea. Furthermore, a monopolistic insurance system that caps fees below cost forces doctors to incur losses, making lifesaving procedures financially untenable. 5

The low doctor-to-patient ratio among countries in the Organisation for Economic Co-operation and Development is quoted to justify increasing medical student numbers, overlooking Korea’s high quality healthcare and world leading accessibility, reflected by the high number of yearly doctor visits per capita (14.7). 6

These challenges necessitate comprehensive dialogue and systemic reform, efforts that have been met with resistance and legal actions. Korea lacks an independent regulatory body like the UK’s General Medical Council, resulting in the ministry of health controlling licensure—a power already exerted with medical licence suspensions during the current crisis.

We must bring these issues to the fore and advocate for policies that prioritise patient care and safety. This call to action urges a re-evaluation of the systemic barriers that undermine the medical profession and, ultimately, patient wellbeing.

Competing interests: None declared.

Full response at: https://www.bmj.com/content/384/bmj.q495/rr-0 .

↵ Jin ES. Where have all the pediatricians gone in Korea? Korea JoongAng Daily. 16 Sep 2023. https://koreajoongangdaily.joins.com/news/2023-09-16/why/WHY-Where-have-all-the-pediatricians-gone-in-Korea/1869766
↵ Choi GS. Doctor arrested for causing death after colon cleansing. Korea Biomedical Review . 31 Dec 2020. https://www.koreabiomed.com/news/articleView.html?idxno=10046
Moreira L ,
Lafortune G
↵ OECD. The public health system in Korea. 2020. https://www.oecd-ilibrary.org/sites/6e005d47-en/index.html?itemId=/content/component/6e005d47-en
↵ Yang J. Number of doctor visits per capita in selected countries as of 2021. Statista . 30 Nov 2023. https://www.statista.com/statistics/236589/number-of-doctor-visits-per-capita-by-country/

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As Doctors’ Walkout Drags On, Some South Koreans Are Losing Patience

Thousands of interns and residents who stopped working in February are testing the public’s high regard for physicians. But there is also anger at the government.

Medical workers wearing white jackets walk through a crosswalk, which is half-lit by sun.

By Jin Yu Young

Reporting from Seoul

Six weeks after thousands of residents and interns at South Korean hospitals walked off the job , frustration is rising.

Patients have filed more than 2,000 complaints about surgeries and other treatments being postponed, canceled or refused, according to the national health ministry. Hospitals have closed wards and restructured staff. Nurses have taken on duties usually performed by physicians, and military doctors have been deployed to public health centers.

Much of the anger over the disruptions is aimed at President Yoon Suk Yeol, who has not backed down from his proposal to dramatically expand medical school admissions to address a shortage of physicians. The young doctors who walked out in February to protest that plan say it wouldn’t solve the health care system’s problems.

But many people are also exasperated with the doctors, despite the exalted position that physicians hold in South Korea’s hierarchical society. Critics accuse them of trying to protect their elite status, and their income, by keeping the number of doctors low.

“Doctors are one of the richest and most powerful groups in Korea,” said Lee Chun-hee, a 26-year-old office worker in Seoul. “They need to be humbled.”

South Korea has fewer physicians per capita than most countries in the developed world — 2.6 doctors per 1,000 people, compared to an average of 3.7 in the countries belonging to the Organization for Economic Co-operation and Development . Surveys have found that most South Koreans want more medical students enrolled to address that. In one recent poll, 43 percent of respondents said the physicians who’ve stopped working — they currently number 12,000 — should face legal consequences.

For some doctors, that is a startling message to hear from their patients.

“When they’re sick and come to us for treatment, they seek us out with a heart of gratitude. But when it comes to public policies or large social issues, it appears the public wants the doctors to be the ones to compromise,” said Dr. Kim Daejung, a professor of endocrinology and metabolism at Ajou University Hospital in the city of Suwon.

“Public sentiment toward doctors is two-sided,” Dr. Kim said. “While they are admired and respected, they are also the target of envy and anger.”

Doctors have prestige everywhere, but that is particularly true in South Korea. Kye Bongoh, a professor of sociology at Kookmin University in Seoul, attributes that to a strong belief in the educational hierarchy. Many top students choose medicine over finance or other corporate paths — partly because of its high social status, but also because it is seen as offering more financial stability in the long term.

“When people hear the word ‘doctor,’ they assume they were first in their class since high school,” Professor Kye said. “And since they go through arduous training to be a doctor, they’re highly respected.”

Dr. Kim, who got his license in 1993, remembers when high achievers were just as likely to enter fields like engineering, which promised well-paying jobs with big firms. But medicine started looking like a better bet after the Asian financial crisis of the late 1990s, which put thousands of companies out of business.

“Becoming a doctor was seen as a more stable path,” Dr. Kim said.

Because South Korean health care is relatively cheap, government-subsidized and easily accessible, patients can go “medical shopping,” as Dr. Seo Yeonjoo, a 33-year-old specialist in the internal medicine department at St. Vincent Hospital near Seoul, put it. This has led to something like a star system, doctors say, as patients seek out highly regarded physicians who’ve gone to top schools.

“Lots of people come to the big hospitals seeking out these big-time doctors,” said Dr. Seo.

The young “trainee doctors” who’ve walked out say their situation is very different. They work grueling shifts, often for what amounts to less than minimum wage, once the long hours are factored in. But some South Koreans are skeptical, saying that lucrative, comfortable careers await them once they’ve put in their five years as interns and residents.

“There is no way to explain why doctors are opposed to increasing the number of doctors, other than the idea of making more money at the expense of patients,” the Chosun Ilbo newspaper said in an editorial .

This isn’t the first time doctors have pushed back against attempts to expand medical school admissions. There was a walkout in the summer of 2020, after then-President Moon Jae-in proposed a more modest increase. Faced with a strained medical system at the height of the Covid pandemic, the government backed down.

Around the same time, doctors at some hospitals were found to have been letting unsupervised assistants operate on patients . That led to prosecutions and a law requiring cameras in operating rooms.

But Professor Kye said that when the public’s trust in physicians is shaken by such episodes in South Korea, it tends to rebound quickly.

“While there might be animosity toward doctors now, our culture of seeking out revered doctors for treatment, and the long-held perception of them, is unlikely to change,” he said. In 2021, a year after the last walkout, surveys found that around 60 percent of the public thought the medical system had responded well to the pandemic.

Yoon Jong Min, 54, who had surgery on his leg in October, was due for a follow-up visit last month. Because of the walkout, it was postponed to mid-April, and the Seoul hospital where he was treated could not guarantee that it wouldn’t be delayed again, he said.

But he blames the government more than the doctors for the standoff. “I’m being harmed by the administration’s political show,” he said. He said that medical school admissions should be increased, but gradually.

President Yoon’s plan would raise medical school admissions — to around 5,000 students per year, from around 3,000 — starting next year. It would also spend 10 trillion won, or $7.5 billion, over the next five years on improving health care services, especially in rural areas that the government says are underserved.

The doctors, along with other critics of the government, say the plan was hastily put together to win votes in legislative elections this month. The doctors say it would do little to alleviate the physician shortage, which they say is concentrated in certain departments, like emergency care.

Civic groups have urged the doctors and the government to end the dispute. “Will they put this abnormal situation to end only after patients die from not being treated on time?” the Korea Alliance of Patients Organization said in a statement last week.

In a televised speech this week , Mr. Yoon defended his plan, saying that 2,000 more medical students per year was the “minimum” needed. But he also invited doctors to submit a counterproposal and offered to meet with them. A major doctors’ group welcomed that offer but said any talks would have to be “meaningful.”

Dr. Kim, the Ajou University Hospital professor, said the country’s attitude toward his profession was unlikely to change, whatever the outcome of the dispute. “People might be angry at doctors now, but they will still want their children to become one,” he said.

Jin Yu Young reports on South Korea, the Asia Pacific region and global breaking news from Seoul. More about Jin Yu Young

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Why South Korean resident physicians are quitting

In February 2024, the resident physicians in South Korea resigned in waves. This was not a strike; striking seemed meaningless, and the residents went right on quitting. This occurred after the Korean government promulgated health care reform plans to tackle major problems brewing under the nation’s universal health insurance system. One of the plans–to increase the medical school quota across the nation by 66 percent (2,000 more medical students a year) immediately–particularly drove the young physicians into hopelessness. We would like to examine factors that may have contributed to these young doctors losing hope about their training and their future bound to the nation’s singular insurance company.

Young physicians gave up hope for the resolution of the perpetuating problems in the health care system after hearing the government’s plans. The lifesaving (called “essential” or “필수[pil-soo]” in Korea) medical fields–such as cardiothoracic surgery, neurosurgery (brain), pediatrics, pediatric surgery, and obstetrics–have been long fighting for their existence in Korea for two major reasons . First, the reimbursable costs for most medical procedures were set and strictly regulated by the government; the costs were set on average at 80 to 90 percent of their prime cost . The inevitable monetary loss inflicted on the hospitals from these low price tags had to be compensated by adding more non-regulated medical procedures or unnecessary non-medical services. The result was that the Korean tertiary hospitals could not hire enough attending physicians in these “essential” fields , which barely had room to compensate for their big revenue loss. Second, there have been an increasing number of reports on medical accidents resulting in criminal prosecutions, risking the medical license . Young doctors grew unwilling to pursue these fields; their “calling” was outweighed by the mounting risks. Instead of addressing these two issues, the Korean government decided to pour more physicians into the broken pipeline, hoping somebody would eventually “trickle down” to the now underserved fields.

Furthermore, the lack of scientific evidence in the new reform plan made young physicians hopeless. The new medical school quota was not based on the pooled results from the three projective analyses of future physician supply in Korea. Even the lead researchers rebutted the way the government extrapolated and distorted their analytic results. The government refused to explain how the figure–exactly 2,000, not less or more–was concocted. Rather, the government insisted that the number of physicians per capita (2.6 per 1,000) was smaller than the average (3.7 per 1,000) among the Organization of Economic Cooperation and Development (OECD) countries with highly varied health care systems . The government’s non-budging stance on the number of new quotas further fueled frustration among the trainees. The trainees’ daily pursuit for excellence in evidence-based care was disparaged by the evidence-less policy. Even more, the abrupt expansion of the medical school quota–thus more residents–meant a worsening of the training quality for the residents. Korean residents work up to 80 hours a week and up to 36 hours a shift with minimal supervision. For the teaching hospitals in Korea to generate revenue at the low medical fee, they had to rely heavily on the residents’ workforce. Now, the resident physicians constitute approximately 35 to 45 percent of physicians in Korea’s five biggest teaching hospitals; while this figure hovers around 10 percent for the leading U.S. teaching institutions . Under this structure, attendings and residents could hardly spend time together for teaching and learning to occur. Their roles are stretched so thin to cover as many patient encounters as possible. Their scanty time together is generally filled with a military-style top-down mode of communication, depriving the residents of the opportunities for in-depth discussion and direct (or indirect) supervision.

It was only when we stepped into the U.S. training hospitals that we, the authors, realized that the training could be different. In Korea, the residents’ scutwork comprises a constellation of jobs undone by other professions in the hospital. We, as a resident, performed electrocardiograms, inserted nasogastric tubes, dressed the wounds, did enemas, and scheduled the transfers, surgeries, and imaging studies. We had no protected time for didactic series but rather had to prepare for scholarly presentations after work to educate each other. At times, we took care of 20 or more inpatients without being teamed up with a senior resident. But nobody could complain since we knew that the attendings were seeing more than 100 patients a day in their clinic downstairs. The field of psychiatry was no exception: Psychiatry residents graduated without being able to observe a full 60-minute psychiatric assessment done by anybody at their teaching hospital. Korean residents were often forced by the department leadership to corroborate with the false curriculum and fabricate documents to check off the training requirements set by the ACGME-like governing bodies in Korea. Korean President Yoon is chanting a hollow reassurance that the training quality will stay the same even with 60 percent more trainees . This may be true; there is barely room to go down from here.

Last but most importantly, trainees grew hopeless by the fact that their constitutionally reserved rights for freedom could be taken away at any moment for the “collective good of the people.” Anticipating a medical crisis amidst the trainees’ absence, the Korean government ordered the teaching hospitals not to approve the residents’ resignation . Another executive order followed, forcing the residents to return to their hospitals by the end of February–or face medical license suspension for three months or longer . Furthermore, the government pressured young physicians to be held accountable for medical accidents attributable to their vacancies. Despite the government’s threats, as of March 9, 2024, a total of 11,985 (92.9 percent) residents were still not at work . The World Medical Association released a statement that “in civilian life, doctors, like any other professionals, have the autonomy to select their roles. If working conditions become untenable, they reserve the right to advocate for improvements or choose alternative employment.” The Korean media were in full throttle to depict the resigned residents as “greedy betrayers” for relinquishing patient care duties “merely for better compensation.” The viewers’ responses visible under online news articles were filled with responses approving the government’s swift, unwavering stance toward the resigned residents. The residents suddenly came to realize that they would be forced to work by the government that does not address trainees’ dire working/learning conditions and that brought a wrong remedy to clearly elucidate problems in the health care system. Hopelessness has trickled down from residents to the medical students, who refused to show up in their classrooms for the new academic year .

What keeps resident physicians from carrying on with their under-appreciated, tenuous work is the feeling of hope. They should be able to project themselves into the future and reassure that they will be working under a reasonable reimbursement system, have the right to quit if the job is unsustainable, be protected from criminal prosecution for medical accidents, and be educated under a sufficient degree of supervision. If a health care reform suddenly makes most young providers’ future opaque, policymakers should listen to their concerns. If a health care policy reduces the role of resident physicians into a cost-saving cogwheel, they will walk away. What other options do the young physicians have in this toxic environment? We hope the Korean government shows a willingness to come up with new reform plans that all parties–the national insurance entity, providers (trainees and attendings), patients, and healthy citizens–can somewhat agree upon. The Korean government must embrace physicians–particularly the trainees–as inevitable partners: providers who could tangibly translate the policy into better health outcomes for its people.

Joo-Young Lee is a child and adolescent psychiatrist. Jinwook Park is a nephrologist.

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Senior doctors in South Korea submit resignations, deepening dispute over medical school plan

S enior doctors at major hospitals in South Korea began submitting their resignations en masse on Monday in support of medical interns and residents who have been on strike for five weeks over the government’s push to sharply increase medical school admissions.

The senior doctors’ action isn't likely to cause an immediate worsening of hospital operations in South Korea because they have said they would continue to work even after submitting their resignations. But prospects for an early end to the medical impasse were dim, as the doctors’ resignation submissions came after President Yoon Suk-yeol called for talks with doctors while suggesting a possible softening of punitive steps against the striking junior doctors.

About 12,000 interns and medical residents have faced impending suspensions of their licenses over their refusal to end their strikes, which have caused hundreds of canceled surgeries and other treatments at their hospitals.

They oppose the government’s plan to increase the country’s medical school admission cap by two-thirds, saying schools can’t handle such a steep increase in students and that it would eventually hurt South Korea’s medical services. But officials say more doctors are urgently needed because South Korea has a rapidly aging population and its doctor-to-population ratio is one of the lowest in the developed world.

In a meeting with governing party leader Han Dong-hoon on Sunday, representatives of medical professors and doctors at some 40 university hospitals — where the junior doctors worked while training — expressed support for the striking doctors, saying the government’s recruitment plan “would collapse our country’s medical system,” Kim Chang-soo, head of the emergency committee at those universities, said Monday.

Kim called Yoon’s overture a positive step but said the current standoff between doctors and the government won’t be resolved unless the government rolls back its recruitment plan.

He said doctors at the universities were expected to stick to earlier plans to submit resignations voluntarily and cut back their working hours to 52 hours per week — the maximum weekly number of legal working hours. Observers say senior doctors have been grappling with excessive workloads after their juniors left their hospitals.

“If the government has an intention of withdrawing its plan or has an intention of considering it, we’re ready to discuss all pending issues with the government before the public,” Kim said.

Later Monday, an unspecified number of senior doctors went ahead and handed in their resignations, according to doctors involved in the protests. They said some doctors had already submitted resignations last week.

After Sunday’s meeting, Han asked Yoon’s office to “flexibly handle” the issue of planned license suspensions for the striking doctors. Yoon then asked his prime minister to pursue “a flexible measure” to resolve the dispute and seek constructive consultations with doctors, according to Yoon’s office.

It’s unclear whether and how soon the government and doctors would sit down for talks and reach a breakthrough. Some observers say the government’s likely softening of punishments for the striking doctors and its pursuit of dialogue with doctors were likely related to next month’s parliamentary elections as further disruptions of hospital operations would be unhelpful for ruling party candidates.

The striking junior doctors represent less than 10% of South Korea’s 140,000 doctors. But in some major hospitals, they account for about 30% to 40% of the doctors, assisting senior doctors during surgeries and dealing with inpatients while training.

Public surveys show that a majority of South Koreans support the government’s push to create more doctors, and critics say that doctors, one of the highest-paid professions in South Korea, worry about lower incomes due to a rise in the number of doctors.

Officials say more doctors are required to address a long-standing shortage of physicians in rural areas and in essential but low-paying specialties. But doctors say newly recruited students would also try to work in the capital region and in high-paying fields like plastic surgery and dermatology. They say the government plan would also likely result in doctors performing unnecessary treatments due to increased competition.

Hyung-jin Kim writes for the Associated Press.

This story originally appeared in Los Angeles Times .

Medical professors queue to submit their resignations during a meeting at Korea University in Seoul on Monday. ((Yoon Dong-jin / Associated Press))

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Korean J Med Educ
v.35(2); 2023 Jun
PMC10258357

Medical education program implementation experience in an elective course: a case study in South Korea

1 Department of Medical Education and Humanities, Yeungnam University College of Medicine, Daegu, Korea

Seung-Min Yoo

2 Department of Medical Education, Eulji University School of Medicine, Daejeon, Korea

3 Department of Microbiology and Immunology, Eulji University School of Medicine, Daejeon, Korea

Hye-Jin Park

This study was conducted to examine the results of designing and implementing a teaching program for medical education as the elective course for 4th-year students of medical course.

In order to design the teaching program for medical education as an elective course, we conducted literature review, five medical education experts were interviewed, and the literature required in the design process was reviewed. A developing teaching program was implemented as an elective course in a medical school of Korea, and 4th-year students of medical course participated in the program.

In the elective course, the medical education program process competencies were derived into three categories: theoretical educational knowledge, teaching competency, and research competency for education. Moreover, instructional materials were developed to help students achieve these competencies. And project-based learning strategy was selected and implemented for 4th-year students in medical course, and positive satisfaction was confirmed.

As a study designed and implemented in a medical education program in a medical school in Korea, it is expected to be helpful when introducing medical education to undergraduate students or developing a medical education program to strengthen the teaching capacity of residents.

Introduction

Elective course allows students to select and study part of the curriculum provided by schools according to their preference, and the curriculum is widely implemented in undergraduate and post-graduation courses [ 1 ]. The elective course is inherently different from the required courses. In the elective course, students choose subjects autonomously, and this autonomy enables in-depth learning in their field of interest and the development of their aptitude and potential. In addition, it provides students an opportunity to broaden their understanding and perspective on various fields needed by doctors and to explore career paths for advancement into society [ 2 ].

The educational goal of the elective course organized in 4th-year students of medical course in medical school is for students to rediscover their aptitudes and abilities and, based on this, to obtain information necessary for future career decisions [ 3 ]. Therefore, Korean medical school elective course provides students with the desired experience in nurturing primary care physicians, providing opportunities to gain experiences not only limited to schools and hospitals, but also those of media and law firms.

Elective courses can facilitate students’ career choices, induce learning motivation, and support both autonomous and in-depth learning. When medical school students search for careers, an elective course helps them with the selection process because they can be exposed in advance to the field they want to major in after graduation. In addition, because students can choose subjects according to their aptitude, interest, and motivation for learning can be enhanced [ 4 ]. Moreover, students are empowered to study freely, intensively, and deeply about their major of interest, and to develop an attitude of autonomous learning rather than the ability to memorize and enumerate fragmentary information. This can help students develop positive learning habits as lifelong learners [ 1 ].

The elective course in the 4th year of medical colleges in Korea is mainly practiced in hospitals for students to major in clinical medicine after graduation. Basic medicine can also be studied depending on the student’s interest. However, a study on elective course education 4th-year students of medical course (excluding clinical medicine) in Korea was confirmed by study for anatomy [ 3 ]. A related study on teaching medical education at the undergraduate level in Korean medical schools is confirmed by Lee et al. [ 2 ], whose study examined the experience of implementing an elective course. Although medical education is included in the elective course, it was difficult to ascertain what was taught. Even in the United States, the ability to teach handwriting is essential for American residents [ 5 ]. “Educating patients, families, students, residents, and other health professionals” as required competencies for residents by the Liaison Committee on Medical Education and the Accreditation Council for Graduate Medical Education was listed [ 6 ]. Medical students mainly use the near-peer teaching method to learn teaching skills, but it is an elective course [ 7 ], and 44% of 99 medical schools in the United States responded that they received education using this method [ 8 ]. In Harvard Medical School, medical students can learn the principles of medical education and how to teach manual skills as an elective course for 9 months [ 5 ]. The education of doctors as teachers often begins in medical schools, but its degree and scope in terms of medical education for medical students are not well explained [ 5 ]. Therefore, this study was conducted for the purpose of examining the results of designing and implementing a medical education program in elective course of 4th-year students of medical course.

1. Program development

The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, an instructional system development model, was selected to design the medical education program in the elective course of 4th-year students of medical course.

In the analysis stage, along with a literature review, course competences suitable for the level of medical students were derived for five medical education experts ( Table 1 ). In the design stage, course outcomes were specified in the derived course competencies, and teaching strategies were adopted for students to achieve the purpose and course outcomes of the elective course. In addition, opinions were sought from five medical education experts. In the development stage, teaching materials were developed by examining the literature for data to achieve course outcomes. In the execution stage, Elective Clerkship I was conducted for 3 weeks from May 9 to June 4, 2022. Elective Clerkship II was carried out from June 6 to June 25, 2022, and the subjects were also practiced for 3 weeks as same as Elective Clerkship I. In the evaluation stage, questionnaires and interviews were conducted to check student satisfaction.

Medical Education Experts Who Became Research Subjects

2. Participants

This study was conducted as a design study and an implementation study of the medical education program in the elective course of the 4th-year students of medical course. In order to design a medical education program in the elective course, the following was completed. Based on the results of the literature review, five medical education experts were interviewed by the researcher about the program design process, and the literature required for the design process was reviewed

The medical education program developed through this method was implemented in one medical school. In the medical school that became the research target, the elective course consisted of two subjects. A total of four students in medicine participated in this program, including two seniors in Elective Clerkship Ⅰ, and two seniors in Elective Clerkship Ⅱ. These four students participated in questionnaires and interviews to evaluate the program.

In the analysis and investigation stage, an appropriate level of course competency for the 4th-year students of medical course was derived. To do this, related studies such as designing or evaluating medical education-related courses in medical schools were searched. While it was difficult to find related studies in Korea, some studies were able to confirm that medical education was taught in the course of medical school because educational capabilities are essential for residents in overseas studies. However, most of the studies were aimed at developing the educational capabilities required of residents. Therefore, the focus was primarily on educating juniors with clinical performance skills, including evaluation and feedback methods [ 5 , 9 , 10 ], medical education theories and recent journal publications [ 10 ], and individual feedback on teaching methods [ 5 ].

The elective course in the 4th year of the medical course of medical school in Korea will also require the development of educational competencies necessary for residents. In light of this, researchers of this study investigated the jobs of full-time faculty members belonging to the department of medical education in medical school and conducted interviews to help students in choosing a career path. Based on the duties derived from the literature review (medical education research, curriculum development and evaluation, faculty development, counseling), it was possible to derive the course competences suitable for 4th-year students of medical course in Korea with the theoretical knowledge, teaching competency, and research competency of medical education [ 11 ].

The course competencies derived from the design stage were specified to develop course outcomes and, accordingly, teaching strategies were selected. The course outcomes were developed as follows. Course outcome #1: Students can explain the paradigm shift in medical education by linking outcome-based education. Course outcome #2: Students can design, implement, evaluate, and improve classes according to the instructional system development model. Course outcome #3: Students can select a research topic related to medical education and prepare a research plan. In order to help students, achieve the merits of the elective course outcome and the course outcomes derived in this way, course outcome #1 use the lecture, course outcome #2 and #3 use the project-based learning.

In the development stage, course outcome #1 books to guide course outcomes were selected ( Table 2 ), course outcome #2 books to help course outcomes ( Table 2 ), and course worksheets were developed. Course outcome #3 a research plan worksheet was developed to help achieve course outcomes.

List of Books Reviewed as Textbooks

#1: Students can explain the paradigm shift in medical education by linking outcome-based education. #2: Students can design, implement, evaluate, and improve classes according to the instructional system development model.

The research plan consisted of participatory observation, interviews, and surveys in which the researcher directly participates in and observes the research in the implementation and evaluation stages. In the implementation stage, except for course outcomes #1, #2 and #3 were carried out in the order of planning, execution, drafting, revision, and final product presentation according to the project-based learning procedure of Donnelly and Fitzmaurice [ 12 ]. In general, in the morning, lectures were given on the course outcomes of items #1, #2, and #3, or students presented assignments for items #2 and #3 and gave feedback (including professor feedback and peer feedback). In the afternoon, the students performed assignments. In order to achieve #2 course outcomes, the 4th-year students of the medical course of medical school conducted a 1-hour class for the 2nd year of the premedical course. To achieve #3 course outcomes, 4th-year students of medical course wrote a research plan, and some research plans are currently in progress with the institutional review board.

In the evaluation stage, both student- and program evaluations were conducted, and all students passed the evaluation by achieving attendance and the course outcomes. For program evaluation, a brief interview and questionnaire were conducted on four students who participated in this class. For Teaching competence and research competence, questions were asked on a 5-point scale to confirm the degree of help from lab meetings, need, satisfaction, and so forth. As a result, all were somewhat satisfied with a score of 3 or higher, but it was confirmed that the degree of help in the future was relatively low ( Tables 3 , ,4 4 ).

Satisfaction with Teaching Competence and Research Competencce in the Elective Course (Medical Education)

Data are presented as mean±standard deviation.

Overall Satisfaction in the Elective Course (Medical Education)

Since there were few studies on medical education programs the 4th-year students in medical course in Korea, this study is in the nature of a preliminary study. This study was conducted for the purpose of examining the empirical aspects of the design and implementation of medical education programs, and the results are respectively divided as follows.

The considerations derived from the design process can be referred to as medical education-related books, educational competencies required of medical students (education and medical education), and small group learning that can be effectively applied. First, while books related to medical education were available, most were translations of books published overseas. Moreover, there were no textbooks that were completely suitable for the 4th-year students in medical course in Korea because they were composed of content for experts. In addition, as medical education included social science aspects, there were limitations in using translated books from overseas. Social science is a study that explores social phenomena occurring in the relationship between humans and human social behavior [ 13 ] and regards the publicity of knowledge as the most important value. However, since the goal is not to specialize or popularize public knowledge, but to provide more people with useful knowledge for social life in the process [ 14 ], the social context must be considered.

Second, it is necessary to study what educational capabilities are required of medical students in Korea. Overseas, studies are being conducted on the ability to teach medical students skills or educate patients and guardians as essential competencies of residents, but research on such programs is lacking. Korea has developed RESPECT100 of Respect, Ethics, Patient Safety, Professionalism, Excellence, and Teamwork with the competency of majors based on the Future Roles of Korean Doctors. Here, among the two sub-subjects of Excellence (generic clinical competence, self-development), the major as an educator is specified in self-development, and the competency of “Resident-as-Learner and Teacher” is used as a clinical teacher, curriculum developer, educational scholar, social communicator, and so forth [ 15 , 16 ]. However, to cultivate these competencies, it is necessary to study whether there are educational competencies required in medical schools before students become residents, what these competencies are, and how and when they should be taught.

Third, because 4th-year students of medical course in Korea is generally conducted in the form of an intensive completion system and lasts for more than 1 week in small groups, the instructor can directly check the student’s academic progress and provide feedback. Therefore, it is possible to use various teaching methods for students’ active learning, away from large-scale lecture classes. In this study, active learning, project-based learning, peer learning, and feedback considering individual developmental levels (zone of proximal development) could be utilized.

As this study was conducted with only four students, there is a limitation to generalization. However, as a study designed and implemented in a teaching program for medical education in a medical school in Korea, it is expected that the research will be helpful when teaching medical education to undergraduate students or developing a medical education program to strengthen the educational capacity of residents.

Acknowledgments

No financial support was received for this study.

Conflicts of interest

No potential conflict of interest relevant to this article was reported.

Author contributions

HJP, SMY, YRK designed the study. HJP and YRK was in charge of data collection, analysis, and interpretation. HJP drafted manuscript. SMY and YRK reviewed and finalized the manuscript. All authors approved the final version of the manuscript.

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Deaths from doctor shortage fuel election angst in South Korea

South Korea

Monday, 08 Apr 2024

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South Korean doctors chant slogans during a rally on March 3 to protest against government plans to increase medical school admissions in Seoul. - PHOTO: REUTERS

SEOUL (Bloomberg): In March 2023, a 17-year-old girl who fell from a building in the South Korean city of Daegu died after her ambulance was turned away by three hospitals that lacked doctors to treat her.

She was among more than 3,750 patients who have died since 2017 after local hospitals refused to provide care, according to a report by Cheong Yooseok, a professor of medical science at Dankook University in Cheonan city.

The startling statistic from one of Asia’s richest countries has become a major issue in the parliamentary elections taking place on April 10. While the country won acclaim for its low fatality rate during the Covid-19 pandemic, the focus now is on inefficiency, waste and skewed economic incentives in the health-care system.

Renowned medical centers in Seoul are overwhelmed by patients, while the rest of the country struggles with a lack of physicians. A six-week-and-counting national walk-out by nearly 13,000 residents and interns protesting a plan to boost medical school enrollment has exacerbated the situation.

Seung-Pyo Jung, an esophageal cancer patient who lives on Jeju Island in south, flew to Seoul National University Bundang Hospital for surgery last June. While he’s supposed to have checkups every four weeks, sometimes it takes several months to get an appointment.

"There’s no doctor at all on this island who can treat esophageal cancer,” Jung said of his hometown, which has a population of almost 700,000 people. "Everything is so concentrated in Seoul.”

Health Care Collapse

Korea has among the fewest doctors per capita of all developed countries and hasn’t increased the number of medical students in more than two decades, said Gaetan Lafortune, a senior economist at the Organization for Economic Cooperation and Development. Demographic factors like the rapidly aging population will exacerbate the scarcity, he said.

South Korean President Yoon Suk Yeol has vowed to address the crisis. He proposed measures, like increasing the number of doctors, that have drawn complaints for being "populist moves” ahead of the election to select the 300 member National Assembly.

While his conservative People Power Party is currently in power, he’s trying to flip dozens of seats held by his progressive rivals, led by the Democratic Party, to take control of the national legislature.

The health-care system is "collapsing,” Yoon said at a public hearing in February. "Now is the golden time to push reforms.”

Yet the doctors themselves oppose efforts to expand physician supply, arguing that the government’s proposal to increase medical school enrollment by 2,000 spots a year from the current 3,058 doesn’t address the root problem.

This, they say, is that doctor pay in some critical fields covered by the country’s National Health Insurance system is far lower than that for outside specialists, especially those who do cosmetic and aesthetic procedures. The disparity in compensation and infrastructure between Seoul and rural areas also means a dearth of medical workers outside the capital.

Read more: Yoon Urges Korean Doctors to Return, Leaves Room for Talks

Disappearing Doctors

"Doctors are disappearing at emergency centers, surgery rooms, delivery rooms, and hospitals in smaller cities,” said Cheong, from Dankook University, in a December report. "Many young doctors gave up becoming fellows at medical colleges and work in the beauty industry.”

Cosmetic surgery has aggressively taken hold and medical tourism is booming in South Korea. More than 8 million foreign patients arrived between 2009 and 2022, many for the beauty industry that offers ubiquitous access to plastic surgery, Botox for $6 per shot, and laser skin tightening.

Meanwhile, essential fields including pediatrics have been hard hit. Only 53 residents applied to fill 205 pediatric slots for this year, and just eight were outside Seoul and its surroundings, according to the health ministry. For pediatric surgery, two trainee doctors applied for spots outside of the greater Seoul area.

In June 2023, the Korean Pediatric Society held a conference titled "How to Exit Pediatrics” focused on learning about other disciplines including cosmetic surgery. The seminar was done at the behest of members who said the country’s ultra-low birth rate made it difficult to run pediatric clinics, officials said in a television interview with Channel A.

Outside Seoul

The situation is dire in most parts of the country.

More than half of Korea’s 114,000 doctors and dentists worked in Seoul or Gyeonggi province in 2022, according to the Health Insurance Review and Assessment Service.

Hiring doctors outside the capital is tough, said Cho Seung-yeon, president of Incheon Medical Center. He couldn’t find anyone to lead the dialysis division for two years. Another public hospital offered $1 million for a cardiologist, he said.

Salaried doctors at private clinics can earn in excess of $300,000 annually, while those on their own make even more, he said. Cho offers $200,000 a year for physicians at his public hospital in Incheon, but he said few ultimately come.

Even in Seoul, medical care can be tenuous given the doctor shortage.

Kim Sung Ju, a 62-year-old who underwent surgery for esophageal cancer a decade ago, undergoes a battery of tests and waits hours for a brief visit with his doctor at Seoul St. Mary’s Hospital in Gangnam, an upscale neighborhood in the city’s southeast, every three months.

"I really don’t understand why I have to visit this big hospital every three months, because I only get to talk to my doctor for three minutes,” he said. "I had thought Korea’s health insurance system, with private doctors and national health insurance, was the world’s best, but now it’s becoming the world’s worst.”

A more robust medical work force is also essential to the country’s public health, according to the Korea Disease Control and Prevention Agency, which has just 20 doctors out of 500 employees.

"We hope just two doctors join us a year,” said Hong Jeong-ik, director-general of the bureau of public health emergency preparedness. "They can do something meaningful for the public, even if that may not help them make huge a profit.”

Amid the national debate, wait times for care have worsened since the doctors’ walkout to protest Yoon’s proposed reforms. The president says he won’t back down on what he calls a "minimum requirement” for fixing the underlying issues. Nearly four-in-five Koreans support the expansion, polling ahead of the election shows.

"A nurse died in August 2022 at the one of Korea’s best hospitals, where she worked, because there was no doctor to treat her,” Health and Welfare Minister Cho KyooHong said in an interview. "This is not right.”

Tags / Keywords: South Korea , election , angst , people , angry , doctor shortage

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